El discurso educativo de la escuela pública en la venezuela colonial

in recent years, a significant growth of language studies has been observed. linguistics, as a scientific discipline, has been integrated into different areas of knowledge, offering theories and methodologies that can reveal, among other aspects, a social reality, power relationships and ideology. on this basis, a study is proposed which combines linguistics and history in other to achieve the following objectives: analyze the linguistic categories that construe the educational discourse in the reglamento de las escuelas de educación cristiana y civil de la ciudad de caracas (1821) and determine the function fulfilled by the discursive categories. the method of analysis is the discourse-historical approach designed by wodak (2003). it is possible to conclude that, on the on hand, the educational discourse in the document analyzed is constructed from a particular way of naming people, presenting arguments and hedging and intensifying utterances. on the other hand, a more specific view is made possible, revealing intentions, ideologies, and power relationships. definitely, the pedagogical discourse construes a power relationship between those who manage the educational activity, who are not always educators, and those on who receive it as an imposition, who are no always the students.